Kindergarten DIBELS subtests correlate significantly with early mathematics ability and with behavioral approaches to learning¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr2·q3
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2009: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Children's early mathematics ability was significantly related to all three DIBELS subtests, supporting convergent validity with other cognitive competencies. → Rouse 2006
q3 i? Significant associations were found between early literacy and behavioral approaches to learning, with Competence Motivation showing the strongest relationship. → Rouse 2006 (2)
Evidence¶
Rouse 2006¶
Rouse, H. L., & Fantuzzo, J. W. (2006). Validity of the Dynamic Indicators for Basic Early Literacy Skills as an Indicator of Early Literacy for Urban Kindergarten Children. School Psychology Review, 35(3), 341-355. https://doi.org/10.1080/02796015.2006.12087971
q3 · i? · associational · r2
Bivariate correlations with the Test of Early Mathematics Ability in the urban kindergarten sample showed "early mathemat- ics ability was significantly related" to all three DIBELS subtests, which the authors interpret as supporting the integrated nature of early cognitive development.
"Children's early mathemat- ics ability was significantly related to Letter Naming, Nonsense Words, and Phoneme Seg- mentation Fluency."
Rouse 2006 (2)¶
Rouse, H. L., & Fantuzzo, J. W. (2006). Validity of the Dynamic Indicators for Basic Early Literacy Skills as an Indicator of Early Literacy for Urban Kindergarten Children. School Psychology Review, 35(3), 341-355. https://doi.org/10.1080/02796015.2006.12087971
q3 · i? · associational · r2
Bivariate correlations with the Learning Behaviors Scale showed "Significant associations" between early literacy and approaches to learning; within these constructs, Competence Motivation had the strongest relationship with the literacy subtests.
"Significant associations were also found between early literacy and behavioral approaches to leeiming (i.e., competency mo- tivation, task persistence, flexibility, and atti- tude toward leaming)."
Discussion¶
Related Claims¶
- Inhibitory control showed insignificant correlations with reading and early mathematics except kindergarten word problems — related
- DIBELS subtests form a significant multivariate pair with peer-play and learning-behavior dimensions (Engaged Literacy Learning variate)
- Kindergarten DIBELS subtests show significant concurrent positive relationships with standardized early literacy measures in urban kindergartners — related
- DIBELS subtests show significant negative relationships with peer-play difficulties and weaker links to social-behavioral than cognitive measures — related
- DIBELS subtests share a significant multivariate relationship with TERA early reading dimensions (Early Literacy Competence variate) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
dibels-convergent-math-learning-behaviors |
title |
Kindergarten DIBELS subtests correlate significantly with early mathematics ability and with behavioral approaches to learning |
description |
Kindergarten DIBELS subtests correlate significantly with early mathematics ability and with behavioral approaches to learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2006 |
recheck_by |
2009 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — rouse-2006, rouse-2006-2 |
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